how to “cook” your class professionally: showcase in the practice of science education kaen...

in the 21st Century: How to “COOK” Your Class Professionally

Showcase in the Practice of Science Education

Niwat Srisawasdi, Ph.D. Assistant Professor of Science Education,

Faculty of Education, Khon Kaen University, THAILAND

The First Intensive Workshop on SMART CLASSROOM @ KKU-ED, Khon Kaen, Thailand (June 27, 2015)

Thailand Technology-based Learning of Science (THAILAND-TBLOS)

“ วตถดบความรท จาเปน” สาหรบครในยคศตวรรษน

Available at http://matchsz.inf.elte.hu/CIEL/TPACK.html

Khon Kaen University

Come to play a game on How to “COOK”!!!

TEL in SciEd @ Smart Classroom Workshop, KKU (June 27, 2015)

“ วตถดบ” สาหรบครในศตวรรษน


Come to play a game on How to “COOK”!!!



Come to play a game on How to “COOK”!!! (cont.)


1) ใหแตละทานเขยนขอความ (ตามทวทยากรกาหนดใหในแตละรอบ) ตามขอคดเหนของตวทานเองลงบนชนสวนกระดาษ

2) นาชนสวนกระดาษใสลงในแกวทจดเตรยมไวสาหรบแตละกลมยอย

3) ใหแตละกลมเลอกวาจะมอบแกวแตละใบของกลมทานใหกบกลมใด (กรณาพจารณาจากระดบความหนาตาด ^^) โดยมอบให 1 กลมตอแกว 1 ใบ

4) อยางไรกแลวแต กาหนดใหแตละกลมสามารถมแกวไดแค 3 ใบ ไดแก C, P, และ T (หากกลมทานไดมากกวานนใหมอบใหกบกลมอนทยงไดไมครบ)

กอนเร ม !!! ใหผเขารวมการอบรมแตละทานชวย “ตอบแบบสอบถามตามระดบการรบรทแทจรงของทานเอง” เพอใชเปน Baseline ของกจกรรม “Cook Your Class” ดงกลาว


Come to play a game on How to “COOK”!!! (cont.)


5) ใหตวแทนแตละกลมหยบขอความในแตละแกว ออกมาแกวละ 1 ชน

6) ใหสมาชกภายในกลมชวยกนคดออกแบบกจกรรมการเรยนรตามขอความทหยบมาได จานวน 1 กจกรรม ในระยะเวลา 2 นาท (โดยชวยกนสรางเปนคาอธบายทสนและกะทดรด)

7) ใหตวแทนสมาชกกลม นาเสนอแนวคดตอกลมอน ในระยะเวลา 1 นาทเทานน

Please Try Your Best !!!


How should we teach them to live in 21st century society?

Notice: All figures are available at Google.


Are these the right answers? NO WAY!!!


How should we teach them to live in 21st century society?


But, I think this is THE WAY!!!

Available at [https://twitter.com/justintarte/status/574914215762206721]

How to?

Instructional System in Science-based Education

11


Science-based Content

Abstraction

Complexity

Pedagogy

Lecture

Hands-on Laboratory

Learning Process

Passive Learning

Prescriptive Active Learning

Learning Outcome

Memorization

Robotic Performance

Attributes of Conventional Science-based Education

[All pictures from Google search]


How to? 12


Pedagogy

Lecture

Learning Process

Passive Learning

Active Learning

Science-based Content

Abstraction

Complexity

Hands-on Laboratory

Transformation of the class attributes




How to? 13


Learning Outcome

Comprehension

Motivation & Performance

TPACK-adapted Theoretical Framework

Technology-enhanced

Learning in Science

CK

PK TK

TPK

TCK PCK

TPCK Inquiry-based

Learning Digital

Technologies

Science-based Concept

Inquiry-based Conceptual Learning

In Science

Technology-transformed Science Concept

Technology-based Inquiry Learning Process

Technology-based Conceptual Learning in

Science by Inquiry




Srisawasdi (2014)

Technology-enhanced Learning in Science Education @ KKU


Contemporary Learning Technology in Science Education

Hands-on MBL 1 1

Digital Game 3 Computer Simulation 2

Web-based Environment 5 Mobile-based App. & Device 4


Khon Kaen University TEL in SciEd @ Smart Classroom Workshop, KKU

(June 27, 2015)

Conventional Learning in Physics Education


เปลยนรปเนอหา/ขอความรฟสกสจาก “Abstract” มาส “Measureable”


Technology-enhanced Learning in Physics Education @ KKU


(June 27, 2015)

Conventional Learning in Chemistry Education


เปลยนรปเนอหา/ขอความรเคมจาก “Invisible” มาส “Visible”


Technology-enhanced Learning in Chemistry Education @ KKU

http://fest.kku.ac.th/sim/hbond/


(June 27, 2015)

Conventional Learning in Biology Education


เปลยนรปเนอหา/ขอความรชววทยาจาก “Serious” มาส “Enjoyment”


Technology-enhanced Learning in Biology Education @ KKU

http://fest.kku.ac.th/game/blood/blooddonor/

in Science Education and Its impact: Hands-on MBL

Technology-based Learning of Science (TBLOS) Research Group

Nanoscience: Smart Surface, Electronic Nose Physics: Sound Wave, Liquid Pressure



Findings in Northeast Thai School Science

Inquiry-based Science Learning with Computer-interfaced Hands-on Experimentation

22


Publication: Srisawasdi, N. (2015). Motivating Inquiry-based Learning through Combination of Physical and Virtual Computer-based Laboratory Experiments in High School Science Teaching. In M. Urban & D. Falvo (Eds.) Improving K-12 STEM Education Outcomes through Technological Integration (in press) Srisawasdi, N. (2015). Evaluation of Motivational Impact of a Computer-Based Nanotechnology Inquiry Learning Module on the Gender Gap. Journal of Nano Education, 7(1), 28-37. Srisawasdi, N. (2012). Introducing Students to Authentic Inquiry Investigation by Using an Artificial Olfactory System. In K. C. D. Tan, M. Kim, & S. W. Hwang (Eds.) Issues and challenges in science education research: Moving forward (pp. 93-106), Dordrecht, The Netherlands: Springer.

Lesson Learned from Hands-on MBL by Sensor Technology

Science Motivation

Positive Perception


in Science Education and Its impact: Computer Simulation



Chemistry: Hydrogen Bonding, Boiling Point Elevation & Freezing Point Depression Biology: Light Reaction Physics: Liquid Pressure



Simulation-based Inquiry Learning

24


Publication: Srisawasdi, N., & Panjaburee, P. (2015). Exploring Effectiveness of Simulation-based Inquiry Learning in Science with Integration of Formative Assessment, Journal of Computers in Education. DOI: 10.1007/s40692-015-0037-y (in press) Srisawasdi, N., & Kroothkeaw, S. (2014). Supporting Students’ Conceptual Learning and Retention of Light Refraction Concepts by Simulation-based Inquiry with Dual-situated Learning Model. Journal of Computers in Education, 1(1), 49-79. Suits, J. P. & Srisawasdi, N. (2013). Use of an interactive computer-simulated experiment to enhance students’ mental models of hydrogen bonding phenomena. In J.P. Suits & M.J. Sanger (Eds.) Pedagogic roles of animations and simulations in chemistry courses (pp. 241-271). ACS Symposium Series 1142, American Chemical Society: Washington, DC.

Lesson Learn from Simulation-based Learning

Science Motivation

Positive Perception

Conceptual Change

Advance Mental Model

Scientific Reasoning


in Science Education and Its impact: Digital Serious Game



Chemistry: Ionization Energy, Cohesion & Adhesion Biology: Blood Circulation & Donor, Cell Cycle Physics: Energy Consumption General Science: Fruit & Vegetable Consumption



Digital Game-based Learning in Science

26


Publication: Dorji, U., Panjaburee, P., & Srisawasdi, N. (2015). A Learning Cycle Approach to Developing Educational Computer Game for Improving Students’ Learning and Awareness in Electric Energy Consumption and Conservation. Educational Technology & Society, 18(1), 91-105. Dorji, U., Panjaburee, P., & Srisawasdi, N. (2015). Gender differences in students’ learning achievements and awareness through residence energy saving game-based inquiry playing. Journal of Computers in Education, 2(2), 227-243. Meesuk, K. & Srisawasdi, N. (2014). The Effects of Educational Computer Game for Chemistry Learning of Ionization Energy on Students’ Perceived Learning and Attitude: A Pilot Study. Proceedings of the 21st International Conference on Computers in Education (ICCE2014), Asia-Pacific Society for Computers in Education, November 30 – December 4, 2014, Nara, Japan.

Lesson Learned from Digital Game-based Learning

Science Motivation

Positive Perception

Conceptual Change

Behavioral Change


in Science Education and Its impact: Mobile-based App. & Device



Biology: Plant Respiration Physics: Sound



Ubiquitous & Mobile Learning in Science

28


Publication: Srisawasdi, N. & Sormkhatha, P. (2014). The effect of simulation-based inquiry on students’ conceptual learning and its potential applications in mobile learning. International Journal of Mobile Learning and Organisation, 8(1), 24-49. Nasaro, J., & Srisawasdi, N. (2014). Students' Self-efficacy and Acceptance toward Context-Aware Ubiquitous Learning in Biology Education: A Case of Photosynthesis in Plant. Proceedings of the 22nd International Conference on Computers in Education (ICCE2014), Asia-Pacific Society for Computers in Education, November 30 – December 4, 2014, Nara, Japan. Meuansechai, K., Feungchan, W., & Srisawasdi, N. (2015). Answer Me for learning: development of ubiquitous learning system for conducting context-aware learning experience Proceedings of the 2nd International Conference on Innovations in Education (ICIE2015), Mahidol University, March 16 -18, 2015, Nakhon Pathom, Thailand.

Lesson Learned from Mobile Learning

Science Motivation

Positive Perception


Want to Know Known Learned Discover

Case of Mobile Learning

TEL in SciEd @ ICETC2015, UTCC, Thailand (May 20, 2015)

in Science Education and Its impact: Web-based Environment



Chemistry: Rate of Reaction, State of Matter Biology: Photosynthesis & Respiration Supervised Online-based Personal Learning Environment (SOPLE)



Adaptive Web-based Learning System

31


Publication: Kamtoom, K., & Srisawasdi, N. (2014). Technology-enhanced Chemistry Learning and Students' Perceptions: A Comparison of Microcomputer-based Laboratory and Web-based Inquiry Science Environment. Proceedings of the 22nd International Conference on Computers in Education (ICCE2014), Asia-Pacific Society for Computers in Education, November 30 – December 4, 2014, Nara, Japan. Panjaburee, P. & Srisawasdi, N. (2013). Criteria and Strategies for Applying Concept-Effect Relationship Model in Technological Personalized Learning Environment. Proceedings of the 21st International Conference on Computers in Education (ICCE2013), Asia-Pacific Society for Computers in Education. Srisawasdi, N., Srikasee, S., & Panjaburee, P. (2012). Development of a Constructivist Web-based Learning System with Student Personalized Conceptual Profile. Proceedings of the 20st International Conference on Computers in Education (ICCE2012), Asia- Pacific Society for Computers in Education.

Lesson Learned from Web-based Learning

Science Motivation

Positive Perception

Conceptual Change

Advance Mental Model


Personal Material & Activity Diagnostic Supervised Learning Formative Assessment

Case of Adaptive Web-based Learning System


Conclusions

33


Cognitive Domain

Affective Domain

Conceptual

Understanding Conceptual Change Mental Model Scientific Reasoning

Perception to Learn Flow Enjoyment Self-efficacy

Science Motivation

Technology-enhanced Learning in Science Education @ Faculty of Education, Khon Kaen University, Thailand


Possible Collaborations in On-going Projects

34


ถาทานสนใจในการนา Answer Me app. ไปใชกบแทบเลต OTPC


ถาทานสนใจในการใชระบบ SOPLE ไปใชในการจดการเรยนการสอนผานเวบ

https://goo.gl/54FE2R

https://goo.gl/twK3S6

https://goo.gl/54FE2R





Niwat Srisawasdi, Ph.D. Assistant Professor of Science Education,

Faculty of Education, Khon Kaen University, THAILAND

Thailand Technology-based Learning of Science (THAILAND-TBLOS)


Any Question?

THANK YOU